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The future of Germany's apprenticeship system:
Beyond the dual model
Clemens Wieland
Glasgow, November 19th 2015
Page 2
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Cur...
Page 3
The case of Germany
19 November 2015
The dual principle: learning in a vocational school and at
the workplace
Curri...
Page 4
The case of Germany
19 November 2015
Government, employers, and trade unions are partners in
delivering vocational ...
Page 5
The case of Germany
19 November 2015
The 330 dual vocational profiles are designed by the
social partners and the g...
Page 6
The case of Germany
19 November 2015
Different elements contribute to ensuring the quality of
VET in Germany
Qualif...
Page 7
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Cur...
Page 8
The case of Germany
19 November 2015
Not all young people who would like to start an
apprenticeship are able to fin...
Page 9
The case of Germany
19 November 2015
Academic drift: more and more young people want an
academic degree instead of ...
Page 10
The case of Germany
19 November 2015
Academisation: not everyone wants to be a philosopher –
demand for profession...
Page 11
The case of Germany
19 November 2015
How it used to be: a clear separation between vocational
and academic educati...
Page 12
The case of Germany
19 November 2015
And now? Post-secondary educational trajectories are
more varied and less lin...
Page 13
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Cu...
Page 14
The case of Germany
19 November 2015
Political framework: Blur the borders of traditional learning
to avoid dead-e...
Thank you very much for your attention!
Contact:
Clemens Wieland
+49 5241 81-81352
Clemens.wieland@bertelsmann-stiftung.de
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The future of Germany's apprenticeship system: Beyond the dual model

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Auf einem Symposium des Skills Development Scotland (SDS) in Glasgow wurde diskutiert, wie man mehr Elemente der Lehrlingsausbildung bzw. des dualen Systems in das schottische Bildungssystem einführen kann. In mehreren Vorträgen und Diskussionsrunden stellten Personalverantwortliche von Unternehmen ihre Erfahrung mit Lehrlingsausbildung dar, Politik und Verwaltung formulierten Unterstützungsangebote und in den Pausen standen „echte“ Lehrlinge zu Fragen und Gesprächen bereit.

In Schottland wird das deutsche duale Ausbildungssystem bewundert. Das Interesse an neueren Entwicklungen aus Deutschland, zum Beispiel bezüglich der Dualisierung der akademischen Bildung ist groß.

Eine Präsentation von Clemens Wieland, Senior Project Manager im Programm "Chance Ausbildung - jeder wird gebraucht!" der Bertelsmann Stiftung.

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The future of Germany's apprenticeship system: Beyond the dual model

  1. 1. The future of Germany's apprenticeship system: Beyond the dual model Clemens Wieland Glasgow, November 19th 2015
  2. 2. Page 2 The case of Germany 19 November 2015 Agenda: The dual vocational training system Trends and further development Current challenges 1 2 3
  3. 3. Page 3 The case of Germany 19 November 2015 The dual principle: learning in a vocational school and at the workplace Curriculum in the vocational school  Safety regulations  Energy supply  Optics  Acoustics  … Picture credit: Sharayanan, License: CC BY-SA 3.0 Curriculum at the workplace  Lighting a person on stage  Working with actors, directors  Complying with safety regulations  … Picture credit: Pixabay, License: CC0 Apprenticeship Event Technician
  4. 4. Page 4 The case of Germany 19 November 2015 Government, employers, and trade unions are partners in delivering vocational training Government Businesses  Design of vocational profiles  Administering VET  Funding  Finding training places  Ensuring quality Vocational schools Training at the workplace Trade Unions
  5. 5. Page 5 The case of Germany 19 November 2015 The 330 dual vocational profiles are designed by the social partners and the government Businesses identify the demand for a new profile Social partners and the relevant ministry agree on a framework Employers and trade unions appoint experts to work out the curriculum Coordination between federal government and the states  curriculum for vocational schools Enactment of regulation for the new profile Consensus principle
  6. 6. Page 6 The case of Germany 19 November 2015 Different elements contribute to ensuring the quality of VET in Germany Qualification of teachers and trainersNational standards  Binding curriculum for each profession  Adaptation of vocational profiles to new requirements  Trainers need to fulfill personal and professional requirements  Teachers in VET-schools need a university degree Examination Quality control Quality  Examination through independent bodies (chambers)  Accreditation of training companies by chambers
  7. 7. Page 7 The case of Germany 19 November 2015 Agenda: The dual vocational training system Trends and further development Current challenges 1 2 3
  8. 8. Page 8 The case of Germany 19 November 2015 Not all young people who would like to start an apprenticeship are able to find one School Apprenticeship 250.000 young people in the transition system People without VET face high unemployment risks 5.5 19.6 0,0 5,0 10,0 15,0 20,0 25,0 with VET without VET Unemployment rate in % (Source: Institut für Arbeitsmarkt- und Berufsforschung (IAB), data for 2011)
  9. 9. Page 9 The case of Germany 19 November 2015 Academic drift: more and more young people want an academic degree instead of a vocational education 300.000 350.000 400.000 450.000 500.000 550.000 600.000 2005 2010 2015 2020 2025 2030 1st year students 1st year apprentices (Source: Bertelsmann Stiftung 2015: Nachschulische Bildung 2030 – Trends und Entwicklungsszenarien)
  10. 10. Page 10 The case of Germany 19 November 2015 Academisation: not everyone wants to be a philosopher – demand for profession-oriented studies The percentage of 1st-year students at universities of applied sciences grows More students in dual bachelor degrees 30.000 35.000 40.000 45.000 50.000 55.000 60.000 65.000 70.000 0 5 10 15 20 25 30 35 40 45 1999 2012 + 37 % Percentage of 1st-year students at universities of applied sciences Students in dual bachelor programmes Source: Datenbank AusbildungPlus, BIBB Source: Statistisches Bundesamt
  11. 11. Page 11 The case of Germany 19 November 2015 How it used to be: a clear separation between vocational and academic educational paths 9-year school 10-year school Abitur (University entrance certificate) Labour-Market Vocational Education (dual or school-based) Higher VET Bachelor Master Vocational Education Higher Education
  12. 12. Page 12 The case of Germany 19 November 2015 And now? Post-secondary educational trajectories are more varied and less linear 9-year school 10-year school Abitur (University entrance certificate) Labour-Market Vocational Education (dual orschool-based) Higher VET Bachelor Master Vocational Education Higher Education Dual Studies
  13. 13. Page 13 The case of Germany 19 November 2015 Agenda: The dual vocational training system Trends and further development Current challenges 1 2 3
  14. 14. Page 14 The case of Germany 19 November 2015 Political framework: Blur the borders of traditional learning to avoid dead-end streets Labour-Market School Un- qualified Dual Education VET University Lifelong Learning DualStudies “Easy”VET University Unqualified DualEducationVET School Tomorrow Yesterday
  15. 15. Thank you very much for your attention! Contact: Clemens Wieland +49 5241 81-81352 Clemens.wieland@bertelsmann-stiftung.de

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